The Department of Mathematics and Statistics at Yuba College offers a wide variety of mathematics and statistics courses, ranging from the developmental and remedial level to the first two years of college or university. The courses support the development of basic skills mathematics, as well as support a variety of certificate programs and associate degrees. The courses also prepare students to transfer to a college or university to major in mathematics, engineering, the physical or life sciences, business, liberal studies, and a host of other majors. The Department seeks a strong, well-rounded mathematician who has demonstrated experience or potential to be an excellent teacher at a community college, and who can provide leadership or contribute positively in such areas as keeping course offerings up-to-date and relevant; developing the mathematics and statistics curricula, especially with a vision for the future; staying abreast with and communicating the current trends in college mathematics and statistics reforms; articulating with area high schools; maintaining relations with area colleges and universities; or organizing or helping with student mathematics activities (AMATYC SML, student mathematics club, &c.). The successful candidate would be joining a small department of currently six active full-time faculty members. The faculty members work very well together, supporting each other in their assignments and their ideas and efforts for improving the mathematics and statistics curricula and student success. The full-time faculty members are encouraged to rotate through teaching the transfer-level courses, and the successful candidate may expect to teach a transfer-level course straightaway. Essential Duties Summary

DESCRIPTION OF DUTIES

The person selected will be expected to:

• Organize and teach all levels of mathematics classes from basic mathematics through differential equations and linear algebra, and statistics;
• Develop and maintain relevant community college mathematics and statistics curricula, including appropriate transfer/articulation agreements with four-year colleges and universities;
• Use appropriate teaching methods to facilitate student learning;
• Teach day, evening, and/or weekend teaching assignments, which may include distributive education (e.g., interactive television, online) and non-traditionally-paced courses;
• Participate in department, division, and college-wide initiatives and committees;
• Interact with area high schools;
• Organize or help with student mathematics activities;
• Be committed to, and participate in, the shared-governance process; and;
• Demonstrate sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability and ethnic backgrounds of community college students.

Required Qualifications

MINIMUM QUALIFICATIONS

The successful candidate, by the final filing date, must possess the minimum qualifications for instructors in Mathematics at

California Community Colleges:

• Master's Degree in mathematics or applied mathematics OR
• Bachelor's in any of the above AND Master's in statistics, physics, or mathematics education (If the candidate has a Master's degree in Mathematics Education then the Master's degree must have been conferred from a mathematics department at the time that the candidate obtained the degree) OR
• The equivalent OR
• Possess a California Community College life credential in the subject matter area of Mathematics.

Desired/Preferred Qualifications

DESIRABLE QUALIFICATIONS

Preference may be given to applicants who:

• Have successfully completed at least six semester-units of upper-division undergraduate or graduate coursework in either statistics or probability OR the equivalent OR be prepared to successfully complete the necessary coursework within the first two years of employment;
• Have experience successfully teaching, or is prepared through other employment or student experiences to successfully teach, the full range of remedial and college-level mathematics and statistics courses;
• Have experience teaching mathematics and statistics using a distributive education modality (e.g., interactive television, online);
• Have experience with integrating the use of technology in courses, especially in calculus and above (e.g., Maple, Matlab, Sage) and statistics (e.g., Minitab, R);
• Are active in the mathematics community or in mathematics professional development (e.g., professional organizations, conferences, meetings, workshops);
• Have experience articulating with high schools;
• Have experience organizing student mathematics activities.